作为教师的教育对象，学生对于教师的实际需求与期望应当受到关注。本研究聚焦于不同年龄阶段的小学生群体，对36名小学生进行了半结构化访谈，使用扎根理论方法构建了小学生心目中好老师形象的理论模型，并比较了学生喜欢的老师和好老师两个概念，探究了不好的老师的特征。
通过访谈发现小学生心目中的好老师特征包括人格形象、教学素养、班级管理、师生关系四部分，其中人格形象包括个性特点、外在形象；教学素养包括专业能力、教导有方、尽职尽责、硕果累累；班级管理包括管理有方、严慈相济、奖惩分明；师生关系包括一视同仁、平易近人、关爱学生。低、高年级小学生的看法整体较为一致，在具体特点上有部分差异。关于好老师和喜欢的老师是否为同一概念，小学生观点不一，提到两者的重要区别在于好老师有一定的标准，喜欢的老师则是根据自己的喜好决定。小学生提到的不好的老师的特征是部分而非全部好老师特征的反面，没有出现新的特征。
根据小学生心目中的好老师形象模型提出教育建议：国家和社会层面，应在政策上为教师发展指明方向，宣传好老师事迹，形成尊师重教的氛围；学校层面，应将学生对好老师的期待纳入评教标准当中，基于学生对好老师的需求完善连贯的培养路径；教师层面，应重视并鼓励学生提出建议，在人格形象、教学素养、班级管理、师生关系等方面提升素养。

As the educational objectives of instructors, the actual requirements and expectations of students should be considered. This paper conducted semi-structured interviews with 36 elementary school students, employing the grounded theory approach to construct a theoretical model of the image of a good teacher in the minds of elementary school students and comparing the concepts of a teacher students like and a good teacher with the investigation into the characteristics of a bad teacher.
The interviews revealed that the characteristics of good teachers in the minds of elementary school students comprised four parts: personality image, teaching quality, classroom management, and teacher-student relationship. Personality image consisted of personality traits and external image; teaching quality involved competence, proficient instruction, dutifulness, and fruitfulness; classroom management encompassed effective leadership, plausible combination of strictness and generosity, and clear distinction between punishments and rewards; last but not least, teacher-student relationship entailed professional ability, good teaching, dutifulness, and fruitfulness. In general, the perspectives of the lower and upper elementary pupils were more congruent, with specific distinctions. Regarding whether a good teacher and preferred instructor are equivalent concepts, elementary school students gripped differing opinions. They pointed out that the key distinction between a good teacher and a favored teacher is that a good teacher must meet certain criteria, whereas the latter is chosen based on personal preference. The characteristics of bad teachers mentioned by elementary school pupils were the opposite of some, but not all, characteristics of excellent teachers, and no new characteristics emerged.
The following educational recommendations were made on the basis of the model of good teachers' images in the minds of elementary school students: on the national and social scale, policies ought to provide direction for the development of educators, and the deeds of good teachers should be publicized to create an atmosphere of respect for teachers; and within schools, students' expectations of excellent instructors should be integrated into the evaluation criteria, and a coherent training path is expected to be improved based on students’ needs for good teachers. By way of conclusion, this paper recapitulates that teachers are supposed to appreciate and promote feedback from learners to enhance their demeanor, proficiency in teaching, classroom administration, and relationships with students.